Input Providing vs. Output-Prompting Negotiation Strategies in Learning Grammar among Young EFL Learners

Autor/inn/en	Mousavi, Khorshid; Alavinia, Parviz; Gholami, Javad
Titel	Input Providing vs. Output-Prompting Negotiation Strategies in Learning Grammar among Young EFL Learners
Quelle	In: International Journal of Instruction, 11 (2018) 2, S.497-512 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Linguistic Input; English (Second Language); Second Language Learning; Second Language Instruction; Grammar; Experimental Groups; Comparative Analysis; Learning Strategies; Error Patterns; Feedback (Response); Retention (Psychology); Teaching Methods; Turkish; Native Speakers; Children; Adolescents; Foreign Countries; Mixed Methods Research; Control Groups; Iran + Suchen Sie Ihr Suchwort? Sprachbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fehlertyp; Merkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Türkisch; Muttersprachler; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland
Abstract	The present study investigated the comparison between short and long-term effectiveness of input-providing and output-prompting negotiation strategies on mastering the target structures. To this end, the participants were divided into three groups, namely two experimental groups who had a special kind of treatment, and one control group without any treatment. The participants within the first experimental group received either recasts or confirmation checks as input-providing strategies on errors, whereas the other experimental group participants were exposed to the other types of feedbacks under the category of output prompting strategies and prompts during 10 sessions of teacher-learner interactions with 54 young EFL learners. In addition, the other focus of the study was on the uptake following the above-mentioned strategies. The results revealed a significant difference among the groups under investigation in this study related to grammar-oriented uptake rates, because the rates of input-providing and output prompting classes were more than those of no feedback group. In addition, output-prompting group outperformed input-providing and control group in terms of grammar learning and retention in both short and long runs. The findings of the present study show that teachers could employ both input- and output-providing strategies judiciously and both seem to be effective. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01